http://ajslp.pubs.asha.org/article.aspx?articleid=1774468Inside In our continuing quest to train more students, and to train them to “hit the ground running” (at a speed that allows their treatment to be most efficacious in 1 month, or 25 treatment sessions, whichever comes first), we keep looking at different educational models. Though just yesterday many ...1995-05-01T00:00:00EditorialMarilyn Newhoff

In our continuing quest to train more students, and to train them to “hit the ground running” (at a speed that allows their treatment to be most efficacious in 1 month, or 25 treatment sessions, whichever comes first), we keep looking at different educational models. Though just yesterday many of us were calling for specialization, we now wonder about expanding the traditional generalist to be even more so. Yesterday the “medical” speech-language pathologist worked one place, and the “educational” speech-language pathologist another. Often this concept could be found living in our own training programs. Given the directions we are heading in managed care and medical reform, wouldn’t you imagine that the medical speech-language pathologist of tomorrow is the educational speech-language pathologist? Children in caseloads in the schools will reflect the gamut of medical diagnoses and sequelae. Articles within this volume underscore medical issues across the lifespan…and across settings: Tippett and Siebens focus on preserving oral communication when the barriers are tracheostomy and ventilator dependency; Grube and Nunley bring us into the world of infection control, out of the hospital setting; and Fujiu, Logemann, and Pauloski discuss postsurgical treatment of patients with anterior oral cancer.